Special Education and Teaching Commons^™

Inclusive Settings In Belizean Primary Schools: A Focus On Teacher Practices, Katherine A. Curry, Jentre Olsen, Ed Harris, Candy Garnett, Dian Danderson

Journal of Global Education and Research

Educators in Belize are charged with ensuring that all Belizeans are given an opportunity to acquire a quality education that promotes personal development and productive citizenship. Consequently, Belizean law now requires all children from ages five through fourteen to attend at least eight years of primary school. Students with special needs have historically not received accommodations in the education system, so many teachers struggle with meeting the needs of students with learning disabilities in these inclusive settings. This qualitative case study explored teaching strategies and contextual factors in inclusive primary classrooms in Belize and was conducted in the form of …

How Will Having A W.I.N Room For Our Emotional And Behavioral Disorder Students To Access When They Are Needing A Break Affects The Number Of Room-Clearing Behaviors In A Week?, Samantha Streed

Dissertations, Theses, and Projects

Having the power to create the behavior program from the ground up, starting a “What I Need” (W.I.N) room at the elementary school where the researcher works. This is a sensory type of room with different tools and strategies that the students can use to calm their bodies or as we say have a safe and calm body. This room will be run by the researcher along with a paraprofessional that will be in the room all day to help support the students. This paraprofessional will also supervise the W.I.N Room if the researcher needs to leave to handle a …

Counseling Practicum Students’ Experiences Working With Children With Learning Exceptionalities, Kathryn Babb, Viki Kelchner, Laurie O. Campbell

Teaching and Supervision in Counseling

School-based practicums provide opportunities for counselors-in-training to provide supervised counseling services to youth while providing authentic, immersive counseling experiences for the counselor. Children counseled may identify with or without exceptionalities. The researchers sought to understand the experiences of five counselors-in-training who counseled children with exceptionalities during a semester-long school-based practicum. In this phenomenological study, researchers thematically coded transcripts from a focus group about counseling children with exceptionalities. Three themes were identified: (a) counselors-in-training identity inclusive of anticipated counselor identity versus their practical identity, (b) acceptance inclusive of acceptance of self and acceptance of clients, and (c) worldview inclusive of culture …

A Divine Assignment: Church Supports For Caretakers And Children Impacted By Disabilities, Pamela Scretchen

Discernment: Theology and the Practice of Ministry

How can the church provide leadership in the area of inclusion and offer families a place of refuge and support? How does the church care for and teach children with disabilities? As a Board-Certified Behavior Analyst, I have partnered with congregations to start programs for families impacted by disabilities. Here, we show how a family affected by Autism Spectrum Disorder challenged their church to provide a sustainable program. There is hope that the church can lead inclusion efforts and develop special needs support for caretakers. The article reveals one family’s journey in returning to worship with their autistic son and …

Institutional Impact Of The Build Program: Postsecondary Education For Students With Intellectual Disabilities, Mary Lindell, Jessica Daniels, Jodi Wolkerstorfer

Day of Scholarship

The current higher education environment is plagued with declining enrollment (Eide, 2018) and shrinking budgets (Doyle, 2020) while historically under-represented and under-served students, including those with intellectual disabilities (ID) (Thoma, et al., 2011), have traditionally experienced limited access to higher education (Thelin, 2011). The purpose of this study was to research the institutional impact of the BUILD program, one university’s effort to increase access to and the effectiveness of higher education for all students, including those with ID, while simultaneously expanding the prospective student enrollment pool. Through a qualitative case study analysis, this research explored and evaluated the implementation and …

An Introductory Course In Electrical Circuits And Coding For Deaf And Deafblind Middle School Students, Becca Leininger, Christina Yang, Makayla Quinn, Jeffrey Jalkio, Rahaf Bahajry, Mellissa Ingabire, Annmarie Thomas

Journal of Science Education for Students with Disabilities

in is the first Deaf charter school in the United States, opening in 1993. The school serves students in the Twin Cities and Western Wisconsin from ages 2 to 21 who are primarily Deaf, DeafBlind and Hard of Hearing students, often being visual and/or tactile learners. All students who attend have Individualized Education Plans (IEPs) and fall under the special education category, defined by the Minnesota Department of Education as students who “have a disability and need specialized instruction” (Minnesota Department of Education, n.d.). At , students are instructed in American Sign Language (ASL) and English is primarily taught through …

Teaching Science To Students With Disabilities Using Socio-Scientific Issues, Rachel Juergensen, Laura Zangori, Pat Friedrichsen, Troy D. Sadler

Journal of Science Education for Students with Disabilities

Students with disabilities experience inequitable learning opportunities in science classrooms. To create equitable learning environments, science teachers must embed supports within their curriculum units. Teachers rely on their beliefs about the capabilities of their students, their role as science teachers, and the goals of science education to adapt their curriculum units. Curricular changes occur through their pedagogical design capacity (PDC) during lesson planning and enactments, in which their beliefs inform their PDC choices. Yet there is little research regarding science teachers’ beliefs about teaching students with disabilities and how they enact their science curriculum materials in general education science classrooms. …

The Sci – Dot: A New Dimension Of Scientific Innovation For Persons With Blv., Ashley N. Nashleanas Ph.D.

Journal of Science Education for Students with Disabilities

Throughout history, students with blindness and low vision (BLV) have been vastly underrepresented in science, technology, engineering, and mathematics (STEM) disciplines with regards to both K-12 education and post-secondary endeavors (Burgstahler, 1994; Supalo, 2010). This underrepresentation of students with BLV in STEM is due to limitations in technology that allow them to access data in a laboratory setting, thus inhibiting their abilities to partake actively in data acquisition with their peers. The Sci-Dot, a multiline, refreshable braille and tactile graphics display capable of logging scientific data in real time with the support of Vernier Science Education’s (VSE) Go-Direct Bluetooth sensors, …

Results Of A One-Day Seminar On Preservice Teachers’ Incorporation Of The Udl Framework In Lesson Design, K. Alisa Lowrey, Audra Classen, Peter Paprzycki

Journal of Educational Research and Practice

Students with disabilities are increasingly receiving their instruction in inclusive classrooms. General education teachers continue to report a lack of preparation to address their needs. This study examined the impact of a 6-hour professional development seminar on the Universal Design for Learning (UDL) framework to determine if preservice general and special education teachers’ overall performance in lesson design to reduce barriers, identified through increased attention to student variability, improved. Two lesson plans, preseminar and postseminar, from 242 participants were scored using a modified education field experience (EFE) rubric that included 19 evaluation criteria. A Rasch analysis was used to determine …

Aligning Classroom Management Strategies With A Social Emotional Learning Curriculum In Early Childhood, Jessica Kemp, Sara Whitcomb

Perspectives on Early Childhood Psychology and Education

Traditionally, school-based preventative frameworks have been implemented in isolation with little consideration of alignment and integration of practices throughout the school day. The present study aims to address this gap by increasing school psychologists’ preventative involvement with consultation in early childhood school settings. Using an integrated approach through a multiple baseline design, four Head Start educators were trained in classroom management practices, to increase opportunities throughout the day for teaching, prompting, and reinforcing key skills taught through the Second Step Early Learning (SSEL) social emotional learning curriculum. Findings suggest that a brief professional development session (1-hour) followed by weekly performance …

Introduction To Part 2 Of The Special Issue: Helping Relevant Stakeholders Promote Behavioral Outcomes In Early Childhood, Kayla Bates-Brantley, Zachary Charles Labrot 7947921, Sarah Harry

Perspectives on Early Childhood Psychology and Education

Early childhood is often referred to as a sensitive period of development due to the critical nature of skills a young child is expected to acquire across a short period of time. It is a time when foundational social-emotional and academic skills can set the trajectory for later successful outcomes. It is also a time when the lack of critical skill development can increase a child’s risk for future mental health and other long-term negative outcomes. Therefore, it is always pressing that early childhood institutions and stakeholders are abreast of evidence-based practices that promote the healthy development of a child’s …

Initiation Practices And Access To Higher Education For Deaf Students: The Interpreter As A Resource, Susana Barbosa, Ana Oliveira, Fernanda Teixeira

Journal of Interpretation

The transition from secondary school to higher education institutions (HEIs) can be a very exciting experience, but it can also represent unique challenges, making this moment a crucial event in the academic path of all students. Academic initiation practices are a tradition that exists on several universities campuses with the purpose of promoting students' integration into academic life during such an important transition.

It is important to analyse the participation of deaf students in initiation practices to higher education and the sign language interpreters' role in including them in this process. Sixteen deaf students of HEIs in the Porto region …

Case Study Of An Sel Coach And Instructional Specialist: Understanding A New Role, Rachelle S. Savitz, Jacy Ippolito

Michigan Reading Journal

As social and emotional learning (SEL) moves to the forefront of elementary education, new roles are emerging: SEL coaches and instructional specialists. While these new roles may mirror literacy coaches in many ways, there is still much that is unknown. Therefore, this exploratory qualitative case study documents how a district-based SEL instructional specialist/coach describes her role and the impact of her work. Analyses focus on semi-structured interviews and artifacts, such as her formal role description and weekly sample schedules. Findings illustrate three main ways of synthesizing and integrating a multitude of professional SEL responsibilities: 1) through building relationships and ongoing …

Elementary Music Teacher Preparation Gaps In Cultural Diversity: Exceptional Populations, Joshua Learn

Doctoral Dissertations and Projects

Despite the extensive coursework and training in teacher preparation programs focusing on diverse populations, many teachers feel underprepared to meet the needs of emerging subcultures in the elementary music classroom. Over the years, the term diversity has grown beyond ethnicity and requires continued study and attention. This qualitative study explores the perspectives of elementary music educators about diverse populations of exceptional students with Other Health Impairments (OHI), defined as asthma, ADD, ADHD, diabetes, epilepsy, heart condition, hemophilia, lead poisoning, leukemia, nephritis, rheumatic fever, sickle cell anemia, and Tourette syndrome, in their classrooms. The results of this study identify the existing …

The Level Of Inclusion Of Transitional Services Competencies In Special Education Programs In Saudi Universities, Turki A. Alquraini Prof., Mona M. Alkhudaydi, Amjad F. Almawash, Maryam A. Alhusayani, Meaad A. Almoutairi, Lamia S. Alhusayani, Amaal D. Bin Jabaan

International Journal for Research in Education

The study aimed to identify the level of inclusion of transitional services competencies in special education programs in Saudi universities from the point of view of faculty members. In addition to studying the differences between the responses of faculty members according to the variables: the date of establishing the program, the number of courses related to transitional services, and the availability of specialists in this field. The sample consisted of 164 faculty members in special education programs in 22 Saudi universities. Results indicated that the inclusion of transitional services competencies in the special education programs in Saudi universities came to …

Derivation Of The Psychometric Properties Of "Rapid Automatized Naming And Rapid Alternating Stimulus (Ran/Ras) Tests" In Arabic, Hanan Al Hmouz Prof., Bashir Abu-Hamour Prof.

International Journal for Research in Education

This study examined the psychometric proprieties of the Arabic version of the "Rapid Automatized Naming and Rapid Alternating Stimulus (RAN/RAS) Tests" for Jordanian students. A sample of 286 students (five to seventeen years old) was recruited from four public and four private schools in Jordan. Results indicated that the RAN/RAS Tests had high reliability and validity indicators. For example, RAN/RAS Tests had strong correlations with Letter Word Identification Test from the Arabic Woodcock Johnson Battery. In addition, there were significant relationships in all tests and the development of performance with the age or grade of the examinees. Furthermore, positive relationships …

Effects Of Using Constant Time Delay In Small Group Instruction To Teach Number Identification Skills To Students With Intellectual Disability, Suha M. Alqahtani, Norah Aldosiry Phd

International Journal for Research in Education

This study aims to examine the effectiveness of constant time delay (CTD) in a small group teaching arrangement implemented in distance learning on teaching identifying the names of numbers with two digits. A multiple probe design across subjects was used to assess the effect of CTD. Participants of the study were four elementary school students with intellectual disabilities. Maintenance and acquisition of non-target skills through observational learning was assessed. Results showed that all students acquired and maintained the target skills. Data of observational learning showed that students acquired some of the non-target skills.

Keywords: Intellectual Disability، Constant Time Delay، …

The Effectiveness Of Jasper Program Tasks For Early Intervention In Developing Children With Autism Spectrum Disorder Skills, Moza S. Aldarmaki Phd

International Journal for Research in Education

The current study aims to use JASPER program components; joint attention, symbolic play, engagement, and regulation to develop the skills of children with autism and reduce the level of disorder. The study sample consisted of 7 children (3 males and 4 females) in addition to their mothers, the children were enrolled in one of the centers for people with disabilities in the United Arab Emirates. The chronological ages of the sample were between 6 to 8 years. The study used a set of tools to achieve the objectives of the study, including the scale of Jasper tasks for Early Intervention, …

The Effect Of Using Autocorrection On Improving Typing Skills For Female Students With Mild Intellectual Disabilities, Reema B. Alnofaie, Saeed S. Alqahtani Prof.

International Journal for Research in Education

This study aimed to identify the effect of the using autocorrection to improve typing skill for students with intellectual disabilities in the transition program. The sample of the study include four students with intellectual disabilities, who enrolled in the after-school day care program, whose ages range from (21-25) years, where they taught typing skills by applying autocorrection option on the (Microsoft Word) program. Using single subject design (multiple baseline design across participants), the results showed that all students improve their typing skills on three measures: total number of correct words, accuracy, and error rates.

Keywords: autocorrection, computer printing, students …

B/Lv Laboratory Accessibility Technology Adapted For Neurodiverse Chemistry Students, Christin B. Monroe

Journal of Science Education for Students with Disabilities

Text-to-speech technology is a common accommodation available for students with disabilities. Despite the ubiquitous nature of text-to-speech, this technology has not been explored in laboratory settings for neurodiverse college students. This study explores the adaptability of laboratory accessible text-to-speech technology (originally developed for blind/low vision (B/LV) students) for neurodiverse students. Students were asked to provide general feedback about the usability and effectiveness of the technology using Likert surveys. The students also answered open-ended questions about how the technology could be adapted to be more neurodiverse friendly. Overall, more than 50% of the students found the technology useful but had specific …